Building Character Adjectives Vocabulary
This intermediate level lesson employs a fun questionnaire to focus on developing personal description vocabulary. Students can practice conversation skills while also focusing on improving their command of refined character description. This first phase is then followed by a vocabulary development exercise sheet.
Aim: Developing and broadening knowledge of character adjective vocabulary
Activity: Questionnaire followed by vocabulary matching activity
Level: Intermediate
Outline:
· Ask students to describe a family member, write descriptive adjectives on the board.
· Distribute questionnaire and ask students to pair up and ask each other questions contained in survey.
· Have students report back to the class on what they have learned about their partner's best friend.
· Divide students up into small groups and ask them to complete the adjective worksheet.
· Check worksheet as a class.
· Ask students to provide the opposite of each adjective listed on the worksheet - this activity can be done as a class or in small groups.
· As a follow-up exercise, have students write a description of one of their family members, friends or relatives with special emphasis on using the adjectives discussed during the lesson.
What kind of best friend do you have?
Exercise 1: Ask your partners the following question about his/her best friend. Make sure to listen carefully to what your partner has to say.
1. Is your friend usually in a good mood?
2. Is it important for your friend to be successful in whatever he/she does?
3. Does your friend notice your feelings?
4. Does you friend often give presents, or pay for lunch or a coffee?
5. Does your friend work hard?
6. Does your friend become angry or annoyed if he/she has to wait for something or someone?
7. Can you trust your friend with a secret?
8. Does your friend listen well when you are speaking?
9. Does your friend keep his/her feelings to him/herself?
10. Is your friend usually not worried by things, no matter what happens?
11. Does your friend think the future will be good?
12. Does your friend often change their opinion about things?
13. Does your friend often postpone things he/she has to do?
14. Is your friend happy one moment and then sad the next?
15. Does your friend like to be with people?
Exercise 2: Which of these adjectives describes the quality asked about in each of the survey questions?
· generous
· easygoing
· ambitious
· cheerful
· hardworking
· trustworthy
· impatient
· optimistic
· sensitive
· moody
· sociable
· indecisive
· reserved
· lazy
· attentive
Aim: Developing and broadening knowledge of character adjective vocabulary
Activity: Questionnaire followed by vocabulary matching activity
Level: Intermediate
Outline:
· Ask students to describe a family member, write descriptive adjectives on the board.
· Distribute questionnaire and ask students to pair up and ask each other questions contained in survey.
· Have students report back to the class on what they have learned about their partner's best friend.
· Divide students up into small groups and ask them to complete the adjective worksheet.
· Check worksheet as a class.
· Ask students to provide the opposite of each adjective listed on the worksheet - this activity can be done as a class or in small groups.
· As a follow-up exercise, have students write a description of one of their family members, friends or relatives with special emphasis on using the adjectives discussed during the lesson.
What kind of best friend do you have?
Exercise 1: Ask your partners the following question about his/her best friend. Make sure to listen carefully to what your partner has to say.
1. Is your friend usually in a good mood?
2. Is it important for your friend to be successful in whatever he/she does?
3. Does your friend notice your feelings?
4. Does you friend often give presents, or pay for lunch or a coffee?
5. Does your friend work hard?
6. Does your friend become angry or annoyed if he/she has to wait for something or someone?
7. Can you trust your friend with a secret?
8. Does your friend listen well when you are speaking?
9. Does your friend keep his/her feelings to him/herself?
10. Is your friend usually not worried by things, no matter what happens?
11. Does your friend think the future will be good?
12. Does your friend often change their opinion about things?
13. Does your friend often postpone things he/she has to do?
14. Is your friend happy one moment and then sad the next?
15. Does your friend like to be with people?
Exercise 2: Which of these adjectives describes the quality asked about in each of the survey questions?
· generous
· easygoing
· ambitious
· cheerful
· hardworking
· trustworthy
· impatient
· optimistic
· sensitive
· moody
· sociable
· indecisive
· reserved
· lazy
· attentive
Finish the Sentence
Level: Good beginner/Intermediate.
A simple activity which at first sight looks like a grammar-type exercise. However, the students must complete each unfinished phrase truthfully. The example given, for instance, can have many different endings, according to each person's situation.
Most importantly, I would advise you to start this activity in silence, with each student writing down his or her own completion. This guarantees that people will not be stuck for words, which usually happens if you present somebody with a half-finished sentence and ask for an immediate verbal reaction. I have found that, if you give students time to think, they will produce better sentences. The bonus here is that if, for example, you have a group of seven, each student will probably come up with a different finish. This will definitely trigger interest on the part of the other students, and reduce tension. Moreover, it is the student who gets to create something. The teacher merely oversees, and hence does not dominate the class.
Example:
· My car ...
· My car broke down two months ago while I was coming home from work.
· My car cost a lot but I don't like it anymore.
Now you try it.
· My best friend ...
· Last night ...
· I have never ...
· The third world ...
· Politicians ...
· Parents ...
· I once dreamt that ...
· Christmas ...
· I get really angry when ...
· Some people ...
· Going on holiday ...
· Having my hair cut ...
· Making my bed ...
· Talking to a drunk ...
· Hippies ...
· A millionaire ...
· When it rains, I ...
· Vegetarians ...
If any of the sentences should provoke debate, let it develop
A simple activity which at first sight looks like a grammar-type exercise. However, the students must complete each unfinished phrase truthfully. The example given, for instance, can have many different endings, according to each person's situation.
Most importantly, I would advise you to start this activity in silence, with each student writing down his or her own completion. This guarantees that people will not be stuck for words, which usually happens if you present somebody with a half-finished sentence and ask for an immediate verbal reaction. I have found that, if you give students time to think, they will produce better sentences. The bonus here is that if, for example, you have a group of seven, each student will probably come up with a different finish. This will definitely trigger interest on the part of the other students, and reduce tension. Moreover, it is the student who gets to create something. The teacher merely oversees, and hence does not dominate the class.
Example:
· My car ...
· My car broke down two months ago while I was coming home from work.
· My car cost a lot but I don't like it anymore.
Now you try it.
· My best friend ...
· Last night ...
· I have never ...
· The third world ...
· Politicians ...
· Parents ...
· I once dreamt that ...
· Christmas ...
· I get really angry when ...
· Some people ...
· Going on holiday ...
· Having my hair cut ...
· Making my bed ...
· Talking to a drunk ...
· Hippies ...
· A millionaire ...
· When it rains, I ...
· Vegetarians ...
If any of the sentences should provoke debate, let it develop
Maria Varela
Concordia University
EDU 502 Developing Character Through the Curriculum
Final Project: Character IN the Curriculum March 2013
Concordia University
EDU 502 Developing Character Through the Curriculum
Final Project: Character IN the Curriculum March 2013